ISBN: 978-602-957-93-8
PROSIDING SEMINAR NASIONAL PENDIDIKAN ”Peran Lembaga Pendidikan Tenaga Kependidikan (LPTK) Dalam Meningkatkan Mutu Tenaga Kependidikan Indonesia” Palembang, 15 Desember 2012
ALPTKSI-UPGRI PALEMBANG 2012
PROSIDING SEMINAR NASIONAL PENDIDIKAN Palembang, 15 Desember 2012
Artikel‐artikel dalam prosiding ini telah dipresentasikan dalam Seminar Nasional Pendidikan pada tanggal 15 Desember 2012 di Universitas PGRI Palembang
ALPPTKSI-UPGRI PALEMBANG 2012
Peran Lembaga Pendidikan Tenaga Kependidikan (LPTK) dalam Meningkatkan Mutu Tenaga Kependidikan Indonesia
Prosiding Seminar Nasional Pendidikan Palembang, 15 Desember 2012 Penerbit: Universitas PGRI Palembang Jalan. Jend. A.Yani Lrg. Gotong Royong 9/10 Ulu Palembang Telp. 0711-510043 Fax. 0711514782 Cetakan I, Desember 2012 Editor ahli: H. Syarwani Ahmad Penyunting: Andinasari, Nila Kesumawati, Edi Harapan, Misdalina, Dessy Wardiah Desain: Achmad Sani Saidi Setting: Catur Pamungkas
ISBN No:
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KATA SAMBUTAN Assalamualaikum warahmatullahi wabarakatuh. Salam sejahtera untuk kita semua. Pertama-tama, marilah kita memanjatkan puji syukur kehadirat Allah SWT, atas berkah, rahmat, dan hidayah-Nya jualah, sehingga kita dapat mempersiapkan dan Insyaallah melaksanakan Seminar Nasional Pendidikan 2012 yang diselenggarakan oleh Asosiasi Lembaga Pendidikan Tenaga Kependidikan Swasta Indonesia (ALPTKSI) bekerjasama dengan Universitas PGRI Palembang. Pada kegiatan seminar ini, akan dipresentasikan tiga makalah oleh tiga pembicara utama, dan makalah pendamping sebagai seminar paralelnya. Adapun tema dalam seminar ini adalah “Peran Lembaga Pendidikan Tenaga Kependidikan (LPTK) dalam Meningkatkan Mutu Tenaga Kependidikan Indonesia”. Tema ini sejalan dengan undang-undang yang menyatakan bahwa salah satu tanggung jawab pendidikan adalah masyarakat dan lembaga. ALPTKSI, merupakan Asosiasi LPTK Swasta Indonesia yang berperan mencetak SDM tenaga kependidikan. Oleh karena itu, harus dikelola secara profesional dengan mengedepankan mutu, sehingga memberikan manfaat bagi kehidupan masyarakat. ALPTKSI adalah suatu asosiasi yang berperan aktif dan bertanggung jawab terhadap mutu lulusan LPTK, dengan kepengurusan pusat berada di Surakarta, dan Insya Allah pada hari ini juga akan dilantik kepengurusan ALPTKSI Wilayah II Sumbagsel. Kami pengurus pusat ALPTKSI, mengucapkan banyak terima kasih kepada pembicara utama, yang telah bersedia berpartisipasi dalam kegiatan seminar ini, dan juga kepada panitia pelaksana, yang telah bekerja keras sehingga seminar ini dapat berlangsung dengan baik. Juga kepada semua pemakalah pendamping dan peserta saya ucapkan terima kasih atas kerjasama dan partisipasinya. Demikian sambutan dari kami. Semoga seminar nasional pendidikan ini bermanfaat tidak hanya untuk kepentingan pemakalah, melainkan juga bagi kemajuan pendidikan di Indonesia. Selamat melaksanakan Seminar Nasional Pendidikan tahun 2012. Wassalamualaikum warahmatullahi wabarakatuh
Pengurus ALPTKSI Pusat, Ketua, Dr. Sulistyo, M.Pd.
KATA PENGANTAR Bismillahirrahmaanirrahim Assalamualaikum warahmatullahi wabarakatuh. Salam sejahtera untuk kita semua Pertama-tama, marilah kita memanjatkan puji syukur kehadirat Allah SWT, yang telah memberikan kesempatan kepada kita semua untuk berkumpul di kampus Universitas PGRI Palembang. Kami ucapkan selamat datang, kepada para peserta seminar nasional pendidikan, dan kami juga menyambut dengan gembira atas terselenggaranya seminar ini, yang diselenggarakan oleh Asosiasi Lembaga Pendidikan Tenaga Kependidikan Swasta Indonesia (ALPTKSI) yang bekerja sama dengan Universitas PGRI Palembang. Hadirin yang kami hormati, Pada seminar nasional pendidikan 2012 ini, akan dipaparkan berbagai hasil kajian dan penelitian pada bidang pendidikan melalui seminar utama dan seminar paralel. Peserta dan pemakalah yang mengikuti seminar ini adalah guru, dosen dan mahasiswa S1, S2, dan S3 yang berasal dari beberapa provinsi, diantaranya dari Lombok, Ambon, Bangka Belitung, Bengkulu, Lampung, Jambi, dan Sumatera Selatan. Harapan kami seminar ini dapat mengkaji lebih dalam mengenai dunia pendidikan sebagai jembatan dalam mencari solusi atas berbagai masalah pendidikan pada saat ini. Diharapkan hasil seminar pada hari ini dapat memberikan manfaat bagi peningkatan mutu pendidikan sebagai salah satu perioritas pendukung pembangunan Indonesia. Seminar nasional pendidikan ini diselenggarakan sebawai wujud dari komitmen ALPTKSI untuk selalu meningkatkan kualitas program dan hasil penelitian dibidang pendidikan. Forum seminar nasional seperti ini hendaknya lebih sering diselenggarakan, karena sangat diperlukan untuk memfasilitasi penyebaran dan berbagi informasi tentang hasil penelitian yang berkualitas bagi sesama insan pendidikan. Hadirin yang kami muliakan, Izinkan kami memberikan penghargaan yang setinggi-tingginya kepada pembicara utama dan pemakalah pendamping, yang telah meluangkan waktu dan pikirannya dalam mensukseskan acara ini. Demikian juga panitia pelaksana yang telah bekerja keras sehingga seminar ini dapat dilaksanakan sesuai dengan waktu yang telah ditentukan. Kepada peserta, kami ucapkan selamat mengikuti seminar nasional pendidikan 2012. Mudah-mudahan pelaksanaan seminar ini membawa manfaat bagi kemajuan pendidikan di Indonesia umumnya dan khususnya kemajuan pendidikan di Provinsi Sumatera Selatan. Wassalamu’alaikum warahmatullahi wabarakatuh
DAFTAR ISI Hal
Halaman Judul ............................................................................................................ Kata Sambutan............................................................................................................ Kata Pengantar Rektor ................................................................................................
i iii iv
PENDIDIKAN KARAKTER DALAMPENDEKATAN PEMBELAJARAN DI SEKOLAH Syarwani Ahmad ........................................................................................................................
1
MEMBANGUN KARAKTER SISWA MELALUI PENDIDIKAN MATEMATIKA REALISTIK INDONESIA Shahibul Ahyan ..........................................................................................................................
15
MENINGKATAAN HASIL BELAJAR MATEMATIKA MELALUI PEMBELAJARAN KOOPERATIF TIPE STUDENT TEAM ACHIEVEMENT DIVISION (STAD) Christi Matitaputty, T.G Ratumanan, dan C.S. Ayal ..................................................................
22
APLIKASI PENGGABUNGAN KRIPTOGRAFI DAN STEGANOGRAFI MENGGUNAKAN OPERASI ARITMATIKA PADA MATRIKS DALAM PROSES CODING Maya Saftari ...............................................................................................................................
34
KEMAMPUAN PEMAHAMAN DAN KOMUNIKASI MATEMATIS MELALUI PEMBELAJARAN DENGAN STRATEGI KONFLIK KOGNITIF DI SMA MUHAMMADIYAH 4 BENGKULU Risnanosanti ...............................................................................................................................
39
IMPROVING STUDENTS’ READING COMPREHENSION OF NARRATIVE TEXT THROUGH PICTURE AT TENTH ONE GRADE OF SMA NEGERI 2 KOTABUMI NORTH LAMPUNG ACADEMIC YEAR 2011/2012 Ida Puspita Dewi Wati ...............................................................................................................
46
PENERAPAN PEMBELAJARAN TTP MENGGUNAKAN PROGRAM WXMAXIMA BERBASIS PENEMUAN TERBIMBING PADA POKOK BAHASAN INTEGRAL Navel O. Mangelep.....................................................................................................................
57
PENGGUNAAN KARYA SASTRA DALAM KELAS BAHASA UNTUK MENINGKATKAN KECERDASAN EMOSIONAL, KEMAMPUAN BERPIKIR KRITIS DAN KEMAMPUAN BERPIKIR KREATIF SISWA Jonner Simarmata ......................................................................................................................
67
ACADEMIC WRITING: THE ESSAY ORGANIZATION Haripansi ....................................................................................................................................
72
ESP BASED GENRE IN DEVELOPING BUSINESS LETTER -WRITING MATERIALS AND INSTRUCTIONAL DESIGN AT TRIDINANTI UNIVERSITY Rusman Roni...............................................................................................................................
79
KONTRIBUSI TEKNOLOGI PENDIDIKAN DALAM MENGEMBANGKAN LEMBAGA PENDIDIKAN TENAGA KEPENDIDIKAN (LPTK) Munajat, Yamanto Isa ................................................................................................................
87
SENJANG MATEMATIKA POKOK BAHASAN LINGKARAN Dina Suprianti.............................................................................................................................
97
PENGGUNAAN MEDIA KARTU PERMAINAN FUNGSI KUADRAT – GRAFIK DALAM PEMBELAJARAN MATEMATIKA Apriana Sari Ruslan ....................................................................................................................
102
MODEL TUTOR TEMAN SEBAYADALAM PEMBELAJARAN BAHASA INDONESIA Siti Romelah...............................................................................................................................
110
EVALUASI PENGAJARAN BAHASA INDONESIA Suryani........................................................................................................................................
118
STANDARISASI MUTU PENDIDIKAN YANG ADA DI INDONESIA Triyana Hartatie..........................................................................................................................
124
PEMBELAJARAN MATERI PECAHAN MELALUI PENDEKATAN KONTEKSTUAL (CONTEXTUAL TEACHING AND LEARNING) DI KELAS IV SD Tanzimah ....................................................................................................................................
131
HUBUNGAN BERPIKIR, BERBAHASA DAN BERBUDAYA Erma Jaya ...................................................................................................................................
140
IMPLEMENTASI MODEL PEMBELAJARAN BERBASIS WEB (E-LEARNING) DALAM PEMBELAJARAN BAHASA INDONESIA DI SEKOLAH Eva Harista..................................................................................................................................
146
GURU DAN LEMBAGA PENDIDIKAN TENAGA KEPENDIDIKAN (LPTK) Taty Fauzi ...................................................................................................................................
153
3MENENTUKAN AKAR BILANGAN DESIMAL TANPA MENGGUNAKAN KALKULATOR Usnia Marsitoh, M. Sutrisno.......................................................................................................
160
MEMANFAATKAN BATANG NAPIER SEBAGAI ALAT PERAGA DALAM MENYELESAIKAN OPERASI HITUNG PERKALIAN BILANGAN CACAH Tri Oktaria, Nila kesumawati ......................................................................................................
164
PENERAPAN PENDEKATAN KONSTRUKTIVISME PADA POKOK BAHASAN GEOMETRI DAN PENGUKURAN Trisia Miranty .............................................................................................................................
172
PENGEMBANGAN BAHAN AJAR SEJARAH LOKAL MENGGUNAKAN PROGRAM MACROMEDIA FLASH PADA PELAJARAN ILMU PENGETAHUAN SOSIAL TERPADU DI SEKOLAH MENENGAH PERTAMA Nur Syafaruddin dan Sukardi .....................................................................................................
182
MANAJEMEN BIMBINGAN KONSELING BERBASIS KOMPETENSI DI SEKOLAH Hafizi Isro....................................................................................................................................
197
TRIK DAN TIPS MENULIS BAHASA JURNALISTIK BAGI MAHASISWA DAN PENULIS PEMULA Achmad Sani Saidi ......................................................................................................................
204
POTRET PENDIDIKAN DI INDONESIA Santi Mayasari............................................................................................................................
212
PENGARUH PENDEKATAN PENDIDIKAN MATEMATIKA REALISTIK INDONESIA ( PMRI) TERHADAP KEMAMPUAN BERPIKIR LOGIS MATEMATIS SISWA SMP NEGERI 1 BABAT TOMAN Desiana, Misdalina ....................................................................................................................
222
PENGARUH MODEL INKUIRI TERHADAP KEMAMPUAN SISWA KELAS XI SMA AL-MASHRI PANGKALAN BALAI KABUPATEN BANYUASIN DALAM MENENTUKAN UNSUR-UNSUR INTRINSIK PUISI BERSATULAH KAUM PELAJAR KARYA RAHMAT JABARIL Dessy Wardiah............................................................................................................................
230
MENGATASI MASALAH BELAJAR MATEMATIKAPADA ANAK SEKOLAH DASAR Maryani ......................................................................................................................................
248
PENDIDIKAN KARAKTER DI SEKOLAH DAN IMPLIKASINYA BAGI KEMAJUAN PENDIDIKAN DI INDONESIA Riswan Aradea............................................................................................................................
254
PEMANFAATAN MULTIMEDIA INTERAKTIF GUNA MENCAPAI INTERAKTIVITAS DALAM PEMBELAJARAN MATEMATIKA Nurul Fajriah...............................................................................................................................
263
KETERKAITAN PENDEKATAN OPEN-ENDED TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA PADA PEMBELAJARAN MATEMATIKA Yusliriadi .....................................................................................................................................
272
PERAN PROFESIONALISME GURU DALAM DUNIA PENDIDIKAN Nur Kurniati ................................................................................................................................
280
GURU IDEAL DAN LPTK BERKUALITAS Nurbaiti ......................................................................................................................................
288
PENGARUH CONTEXTUAL TEACHING AND LEARNING (CTL) TERHADAP KEMAMPUAN PEMAHAMAN KONSEP MATEMATIKA SISWA SMA TARUNA INDONESIA PALEMBANG Pramitha Sari..............................................................................................................................
293
THE APPLICATION OF MIMING GAME IN TEACHING VOCABULARY TO THE SEVENTH GRADE STUDENTS OF SMP NEGERI 26 PALEMBANG Andriamella Elfarissyah ..............................................................................................................
300
TEACHING SPEAKING SKILLS USING COOPERATIVE LEARNING TO THE TENTH GRADE OF SMA NEGERI 2 PALEMBANG ...................................................................................................... Sinta Alfaiq S
310
PEMANFAATAN GEOGEBRA DALAM PEMBELAJARAN MATEMATIKA ....................................... Putri Fitriasari , Yusuf hartono
318
PENGGUNAAN MEDIA KARTU PERMAINAN DALAM PEMBELAJARAN PECAHAN SENILAI......... Rieno Septra Nery
328
PENGGUNAAN MEDIA KARTU PERMAINAN TRIGONOMETRI DALAM PEMBELAJARAN MATEMATIKA ............................................................................................................................. Rika Firma Yenni
335
INTENSITAS TONTONAN TELEVISI TERHADAP KONSENTRASI BELAJAR SISWA ....................... Romadona Noverina PENGAJARAN MENYIMAK (LISTENING COMPREHENSION) DALAM PEMBELAJARAN BAHASA INGGRIS DI SEKOLAH.................................................................................................... Yuspar Uzer UPAYA MENINGKATKAN KEMAMPUAN BELAJAR MATEMATIKA SISWA KELAS VII DENGAN DENGAN MODEL KOOPERATIF STAD DI SMP NEGERI 5 BAYUNG LENCIR TAHUN PELAJARAN 2011/2012 .............................................................................................................. Emilda PEMBELAJARAN PENJUMLAHAN BILANGAN SAMPAI 20 MENGGUNAKAN PENDEKATAN PENDIDIKAN MATEMATIKA REALISTIK INDONESIA.................................................................... Farida Nursyahidah, Ratu Ilma Indra Putri, Somakim
343
351
360
370
BAHAN AJAR MATEMATIKA DENGAN PENDEKATAN TEMATIK DI KELAS I SD .......................... Gustina Kurbaita
380
ACADEMIC WRITING: THE ESSAY ORGANIZATION..................................................................... PERAN SERTA ORANG TUA SISWA DAN MASYARAKAT DALAM DUNIA PENDIDIKAN............... Haripansi
386 389
MISKONSEPSI GURU SEKOLAH DASAR DALAM AKTIVITAS PEMBELAJARAN MATERI SEGI EMPAT DALAM WORKSHOP PMRI DI PALEMBANG................................................................... Hermina Disnawati, Ratu Ilma Indra Putri
401
DIMENSI BELAJAR PEMBELAJARAN BERBASIS MODUL.............................................................. Hestika Idil Fitri
411
SOCIAL NETWORK SEBAGAI PENDUKUNG PEMBELAJARAN ...................................................... Intan Buhati Asfyra
419
INFLEKSI DAN DERIVASI DALAM KAJIAN MORFOLOGI BAHASA INDONESIA ............................. Lanjar Palupi
428
MODEL PEMBELAJARAN GENERATIF (MPG) DAN SINTAKSNYA DALAM PEMBELAJARAN MATEMATIKA ............................................................................................................................. Lusiana
436
PEMANFAATAN TEKNOLOGI INFORMASI DAN KOMUNIKASI (TIK) SEBAGAI MEDIA VISUALISASI UNTUK KEEFEKTIFAN PEMBELAJARAN MATEMATIKA........................................... M. Irsadi Farista
446
PENANAMAN KONSEP KECEPATAN MELALUI PENDEKATAN PENDIDIKAN MATEMATIKA REALISTIK INDONESIA................................................................................................................. Muhammad Ridhoni
445
PEMANFATAN PRECALCULUS SOLVED DALAM PEMBELAJARAN MATEMATIKA ....................... Malalina KEMAMPUAN BERPIKIR KREATIF MATEMATIS SISWA MELALUI METODE PEMBELAJARAN PROBLEM SOLVING DI SMP NEGERI 50 PALEMBANG ............................................................... Marlinda, Nyayu Fahriza Fuadiah
461
469
FILSAFAT REKONSTRUKSIONISME PADA PENDIDIKAN DI INDONESIA....................................... Sri Gunarto
477
MATH ANXIETY : APA DAN BAGAIMANA MENGATASINYA ? ..................................................... Yunika Lestarianingsih
483
MEDIA AJAR BERBANTUAN KOMPUTER DALAM PEMBELAJARAN MATEMATIKA..................... Meilani Safitri
491
PENGARUH PENDEKATAN KONTEKSTUAL TERHADAP KEMAMPUAN PEMAHAMAN KONSEP MATEMATIS SISWA KELAS VIII SMP NEGERI 50 PALEMBANG ................................................... Mita Parlia Sari dan Lusiana
499
ANALISIS STRATEGI GURU SEKOLAH DASAR DALAM MENEMUKAN KEMBALI RUMUS KELILING DAN LUAS LINGKARAN ............................................................................................... Moch. Lutfianto
508
PEMBELAJARAN MATERI SIMETRI MELALUI PENDEKATAN PMRI DI KELAS IV SD/MI ............... Mulyariadi
514
DESAIN PEMBELAJARAN PENJUMLAHAN DAN PENGURANGAN BILANGAN BULAT DENGAN MENGGUNAKAN PERMAINAN CONGKLAK DI KELAS IV SD........................................................ Muslimin
523
PROSES PENDIDIKAN ERA GLOBALISASI DAN KESIAPAN SDM DALAM PROSES BELAJARMENGAJAR MENUJU GURU IDEAL ABAD 21 .............................................................................. Nopitasari dan Taty Fauzi
532
BLOG Support Pembelajaran Berbasis Flash Menggunakan Power Point dan iSpring............ Nora Surmilasari, Nila Kesumawati
539
PEMBELAJARAN PENGUKURAN SUDUT MENGGUNAKAN PENDEKATAN PMRI DI KELAS V ..... Novita Sari
547
PROBLEMATIKA PENDIDIKAN DI INDONESIA Saleh Afif Lubis ..................................................................................................................
558
MEMAHAMI NILAI TEMPAT PADA BILANGAN TIGA ANGKA Saliza Safta Assiti ........................................................................................................................
567
THE INFLUENCE OF INTELLIGENCE ON THE ENGLISH ACHIEVEMENT OF THE TENTH GRADE STUDENTS AT SMA NEGEERI 6 PALEMBANG ............................................................................. Sri Hartati
573
PEMANFAATAN ALAT PERAGA BATANG NAPIER DALAM PEMBELAJARAN OPERASI PEMBAGIAN BILANGAN CACAH. ................................................................................................ Allen Marga Retta
583
PEMANFAATAN ALAT PERAGA TANGRAM DALAM PEMBELAJARAN BANGUN DATAR ........... Amrina Rizta
592
KETERKAITAN INQUIRY DENGAN BERPIKIR KRITIS DALAM PEMBELAJARAN MATEMATIKA ..... Anggria Septiani Mulbasari
600
PEMBELAJARAN MATEMATIKA MENYENANGKAN MELALUI PENDEKATAN PENDIDIKAN MATEMATIKA REALISTIK INDONESIA ........................................................................................ R. A. Deka Natalia
609
PEMANFAATAN DADU PECAHANDAN LINTASANNYA DALAM PEMBELAJARAN MATEMATIKA ............................................................................................................................. Derry Alamsyah
618
PENGGUNAAN ONLINE SOCIAL NETWORK EDMODO................................................................ Dina Octaria PROSES PEMBELAJARAN MATEMATIKA MELALUI BEBERAPA TEKNIK PADA MODEL PEMBELAJARAN “PAKEM”.......................................................................................................... Bukman Lian
626
636
PENGEMBANGAN MEDIA PEMBELAJARAN ADOBE FLASH PLAYAER POKOK BAHASAN SEGITIGA DAN SEGI EMPAT DI KELAS VIII .................................................................................. Azizah
644
KEMAMPUAN PENALARAN MATEMATIS SISWA KELAS VII DENGAN MENGGUNAKAN MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW DI SMPN 6 BANYUASIN I.......................... Yohanis
653
TEKNIK PEMETAAN PIKIRAN DALAM UPAYA MENINGKATKAN KETERAMPILAN MENULIS SISWA ......................................................................................................................................... Yenny Puspita
660
PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TERPADU MEMBACA DAN MENULIS DALAM PEMBELAJARAN BAHASA INDONESIA ........................................................................... Siti Rukiyah
668
KECAKAPAN KOMUNIKASI SISWA DALAM PEMBELAJARAN MATEMATIKA .................................................................................................. Trimuhtiharyani
674
KLAUSA DALAM BAHASA INDONESIA ........................................................................................ Tri Patmi
680
MODIFIED JIGSAW DAN KEMAMPUAN REPRESENTASI MATEMATIS ...................................... Sri Hastuti Noer, Pentatito Gunowibowo
688
PENINGKATAN KEMAMPUAN MENULIS NASKAH DRAMA MELALUI STRATEGI SINEKTIK PADA SISWA KELAS XI SMA FITRA ABDI PALEMBANG............................................................................................................ Liza Murniviyanti PENDEKATAN RECIPROCAL TEACHING PADA MATA KULIAH KALKULUS I ......................................................................................................... Misdalina PEMBELAJARAN BAHASA INDONESIA DENGAN MODEL PENDEKATAN PROSES ....................... Liana
PEMBELAJARAN MATERI PERKALIAN DAN PEMBAGIAN PECAHAN DENGAN PENDEKATAN PMRI DI SEKOLAH DASAR .......................................................................................................... Diah Lara Amiati
695
716
720
728
STRATEGI PEMBELAJARAN BAHASA INDONESIA SECARA TERPADU DENGAN PENDEKATAN WHOLE LANGUAGE .................................................................................................................... Yudy Saroso
736
PERBEDAAN HASIL BELAJAR GEOGRAFI ANTARA SISWA YANG DIAJAR MENGGUNAKAN MODEL JIGSAW DENGAN MODEL THINK PAIR SHARE KELAS XI DI SMA N 2 OKU .................... Budi Utomo
742
PENGEMBANGAN MEDIA PEMBELAJARAN ADOBE FLASH PLAYAER POKOK BAHASAN SEGITIGA DAN SEGI EMPAT........................................................................................................ Azizah dan Destiniar
749
INTERTEKSTUAL PUISI “KUSANGKA” KARYA AMIR HAMZAH DENGAN PUISI “PENERIMAAN” KARYA CHAIRIL ANWAR SEBAGAI BAHAN KAJIAN SASTRA ........................................................ Asriah
756
IMPLEMENTASI PROGRAM REMEDIAL SEBAGAI UPAYA PENINGKATAN MUTU PENDIDIKAN DI SMP NEGERI 12 PALEMBANG ................................................................................................ Arif Budi Pramana
765
VARIASI MENGAJAR DALAM MEMBANGKITKAN MOTIVASI BELAJAR MATEMATIKA................ Andinasari
777
PEMAHAMAN PUISI MELALUI PENDEKATAN EKSPRESIF DAN KETIDAKLANGSUNGAN EKSPRESI..................................................................................................................................... Jon Hendri
786
MODEL PEMBELAJARAN BERBASIS PETA PIKIRAN (MIND MAPPING) DALAM PEMBELAJARAN BAHASA INDONESIA ........................................................................................ Habibah
791
PEMBELAJARAN MATEMATIKA MELALUI KOOPERATIF TIPE THINK PAIR SHARE(TPS).............. Farah Diba
GURU PROFESIONAL YANG MENGUASAI ICT (KORELASI PENGUASAAN ICT DENGAN KEMAMPUAN PROFESIONAL GURU SEKOLAH DASAR DI KOTA PALEMBANG........................... Edi Harapan INTERAKTIF GEOMETRI DI KELAS BERBANTUAN CABRI 3D........................................................ Drajat Friansah
801
808
818
PENGGUNAAN LEMBAR KERJA SISWA (LKS) DALAM PEMECAHAN MASALAH MATEMATIKA PADA MATERI SISTEM PERSAMAAN LINEAR DAN KUADRAT DI KELAS X SMA NEGERI 2 PALEMBANG............................................................................................................................... Djuwita Trisnawati PENDEKATAN OPEN-ENDED DAPAT MEMOTIVASI SISWA UNTUK BERPIKIR KREATIF............... Dina Renita
828
838
PEMBELAJARAN MATEMATIKA PEMBAGIAN BILANGAN BULAT BERSISA DAN TAK BERSISA MELALUI PERMAINAN BEADS ON STRING DALAM WORKSHOP PMRI DI PALEMBANG ............ Dewi Hamidah
846
KEAJAIBAN CIPTAAN DAN IMPLIKASINYA TERHADAP PROSES PEMBELAJARAN (THE MIRACLES OF CREATION AND ITS IMPLICATION IN TEACHING-AND-LEARNING PROCESSES) Nangsari Ahmad
852
STRATEGI PEMBELAJARAN BAHASA INGGRIS UNTUK GENERASI Y ......................................
863
Tahrun MENINGKATKAN MUTU TENAGA KEPENDIDIKAN DALAM PROSES KEGIATAN BELAJAR MENGAJAR (KBM)....................................................................................
875
Muliyana MODEL DISAIN KURIKULUM AKADEMIK SEBAGAI ALTERNATIF MENDISAINKURIKULUM PENDIDIKAN MATEMATIKA................................................................................................... Muhammad Win Afgani PEMAKSIMALAN HASIL BELAJAR SISWA PADA MATA PELAJARAN IPS MELALUI PENERAPAN MODEL PEMBELAJARAN BERBASIS MASALAH DI KELAS VII-6 SMP NEGERI 12 PALEMBANG. Ikbal Barlian dan Arif Budi Pramana
THE INFLUENCE OF JIGSAW TECHNIQUE AND LEARNING MOTIVATION ON READING COMPREHENSION ACHIEVEMENT AT SMP NEGERI 6 BANYUASIN I ............................................................................................ Surya Ningsih PENGARUH STRATEGI PEMBELAJARAN BERBASIS PROYEK (PROJECT BASED LEARNING) TERHADAP KEMAMPUAN PEMAHAMAN KONSEP MATEMATIKA KELAS XI SMK NEGERI 7 PALEMBANG .........................................................................................................................
881
891
904
916
Rury Tridiningsih, Destiniar PERAN PROFESIONALISME GURU DALAM DUNIA PENDIDIKAN ........................................... Nur Kurniati
924
MEDIA PEMBELAJARAN POWER POINT UNTUK MATERI LINGKARAN DIKELAS VIII SMP ................................................................................................................... Nico Darwandi
933
SEJARAH LOKAL DALAM MATA PELAJARAN MUATAN LOKAL DI SMA/MA ................................................................................................ Nur Syafarudin , Sukardi
940
KONSELING MULTIKULTURAL ............................................................................................... Hafizi Isro PEMBELAJARAN PENJUMLAHAN BILANGAN SAMPAI 20 MENGGUNAKAN PENDEKATAN PENDIDIKAN MATEMATIKA REALISTIK INDONESIA............................................................... Farida Nursyahidah, Ratu Ilma Indra Putri, Somakim IMPLEMENTASI MODEL PEMBELAJARAN BERBASIS WEB (E-LEARNING) DALAM PEMBELAJARAN BAHASA INDONESIA DI SEKOLAH ........................................................................................................................... Eva Harista KESALAHAN-KESALAHAN GURU DALAM PENDIDIKAN ......................................................... Dahliana PENGARUH STRATEGI THINK-TALK-WRITE TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIS PADA MATERI POKOK LINGKARAN DI KELAS VIII SMP NEGERI 12 PALEMBANG.......................................................................................................................... Ici Trisnawati IMPLEMENTASI MEQIP DI SUMATERA SELATAN Ratu Ilma Indra Putri ............................................................................................................. UPAYA MENINGKATKAN BACAAN MAD THABI’I SISWA DALAM PEMBELAJARAN AGAMA ISLAM DI KELAS VIII.2 SMP NEGERI 3 PEMULUTAN Sutrisno .................................................................................................................................
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INTERAKTIF GEOMETRI DI KELAS BERBANTUAN CABRI 3D Drajat Friansah ......................................................................................................................
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TEORI KONSTRUKTIVISME DALAM PEMBELAJARAN MATEMATIKA Nurmalia................................................................................................................................
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PENERAPAN LESSON STUDY Novi Hartati ...........................................................................................................................
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TEACHING SPEAKING SKILLS USING COOPERATIVE LEARNING TO THE TENTH GRADE OF SMA NEGERI 2 PALEMBANG Sinta Alfaiq S Department of English Education Muhammadiyah University of Palembang E-mail :
[email protected] Abstract The problems here: “ Was cooperative learning effectively used in teaching speaking at the Tenth Grade Students of SMA Negeri 2 Palembang ?” The objectives of study was to find out whether or not it is effective to teach speaking skills using cooperative learning to the Tenth Grade of SMA Negeri 2 Palembang. Experimental design used is a Control and Experiment Group Pretest-posttest design. The data were obtained by using record. Analysis of test data using independent-sample T Test. Since the value of t-obtained was higher than t-table, so that the null hypothesis was rejected and alternative hypothesis was accepted. It can be stated that teaching English speaking using role card with cooperative learning method is more effective than conventional way to the tenth grade students at SMA Negeri 2 Palembang. Key words : teaching, speaking skills, cooperative learning INTRODUCTION Gebhard (2000:2-3) says: “English is international language in a global sense, one of them is primary function and enable speaker to share with their ideas and cultures”.English is very important for us, so in our country English has been taught as the first foreign language from elementary until university. A foreign language is English learned by people who live in places where English is not the first language of the people who live in the country. The objective of teaching English is to develop the four languages skills (Reading, Listening, Speaking, Writing). Nowdays many teacher agree that students should learn to speak the foreign language by interacting to others. For this case, students should master several speaking components, such as: comprehension, pronunciation, grammar, vocabolary, and fluency. In brief, English teacher should be creative in developing their teaching learning process to create good atmosphere, to improve the students speaking skill, to give attention to the speaking components’, to and make the English lesson more exciting. Furthermore, Gebhard (2000:2-3) says: “English as foreign language is English studied by people who live in places where English is not the first language of the people who live in the country”. From the definition above, it infers that speaking is only used in formal situation, when the student in a English Class. Of course is the big job for English teachers to make students highly motivated to speak english. Speaking is one of the language skills that should be mastered by students in learning English. Sometimes many
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students can not communicate in English well, because they are afraid of making mistakes. They are lazy to study speaking because they can to practice it well. So the writer attempts to propose teaching speaking skills using one method of Contextual Teaching and Learning is Cooperative Learning to make the students enjoy speaking class. Speaking has one important role in daily activities because it is used as communication and in facing situation, for example, when the teacher and the students in the classroom make conversation and interaction, they use spoken languaage. According to Djahiri (2004) says, Cooperative Learning is small group cooperative learning to make the make study approach to explore the students ability to study use centrally, humanism and democracy way as possible as the students skills and situation. For this statement that the writer would apply appropriate method and technique of teaching speaking. The method used by the writer is cooperative learning. Cooperative learning is not simply another teaching technique or learning activity. It is an approach to teaching (or methodology) that uses a variety of teaching techniques. The teacher may lecture in order to present basic materials. In some cases demonstrations are conducted for the entire class. Worksheets and handouts are typically used extensively in this approach. Role plays are commonly used. So the creativity of the teacher is not inhibited. However, the teacher does give up the role of being the provider of all information. The teacher also must be sure that students are actually on-task within their cooperative learning groups or learning time is wasted. Finally, do not overlook the value of the summarizing activities. Students may not always arrive at the correct answers within their groups—or even acceptable answers/products, for that matter. It is the teacher’s responsibility to assure that the solutions or answers that the groups develop are correct and that students know when their answers are incorrect. This is done in the summarizing activities. Based on the description above, the writer would like to research entitled “Teaching Speaking Skills Using Cooperative Learning to the Tenth Grade Students of SMA Negeri 2 Palembang”. Formulation of the Problem Based on the limitation problem above, the writer formulated the problems as follows: “Is cooperative learning effectively used in teaching speaking at the Tenth Grade Students of SMA Negeri 2 Palembang ?” Objectives of the Study The objective of this study was to find out whether or not it is effective to teach speaking skills using cooperative learning to the Tenth Grade of SMA Negeri 2 Palembang. The Significances of the Study 1. The writer could enlarge her knowledge and got experience in doing the research 2. The result of this study could be of source information for help the teacher of English, the students, the readers and for the study to improve their ways in teaching speaking skills using cooperative learning.
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Materials and Method The method of research used in this study was the experimental research. The type of experimental method used was quasi-experimental Quasi experimental design This category of design is most frequently used when it is not feasible for the researcher to use random assignment. In this research, it has three basic characteristics: a control group is presented (2) the students are randomly selected and assigned to group and (3) a pretest is administrated to capture the initial difference between the group. Hatch and Fahrady (!982: 22) Issac and Michael (1980:14) describes that “the objective of true experimental is to investigate possible cause and effect relationship by exposing one or more experimental group to one or more treatment conditions and comparing the result to one or more control group not receiving treatment.” Mc Millan (1993: 175) cited in Astri Riance states that an experiment usually involves two groups of subject, an experimental group and control group or a comparison group by providing all treatments to the same subject or three or more group. The experimental group receives a treatment of some sort.( such as a new textbook or a different method of teaching). While the control group receives different treatment no treatment (or the comparison group receives different treatment), the control or the comparison group is crucially important in all experimental research. For it serves the purpose of the determining whether the treatment has as effect or whether one treatment is more effective than another. The writer took 80 students for sample. 40 students as experimental group and 40 students as control group. The control group was taught using the techniques that was commonly used by the teacher at the school in teaching English. Meanwhile, the experimental some small groups consist of four students in one class was taught using dialogue activity. The procedures for teaching speaking to the experimental group are presented below: 1) Pre-activity (1) Greeting and checking the attendance lists (2) Warming up 2) Whilst activity (1) The writer asks the students to make 7 groups. Each group consist of 5 Students (2) The writer gives the role card to each students (3) Each students try to understand the role card. (4) Each group present the role card in front of the class.. 3) Post activity (1) The writer gives some question based on the topic The procedures for teaching speaking to the control group are presented below: 1) Pre activity (1) Greeting and checking attendance list
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(2) The writer introduced the topic 2) Whilst activity (1) The writer give one card to each students (2) The writer asks the students complete the direction on the card (conventional way) 3) Post activity (1) The writer asks the students to present their idea in front of class In doing the investigation, the following steps took: (1) Identifying some relevant books (2) Identifying and defining the research problems (3) Determining the objectives (4) Finding the population and determining the samples (5) Selecting the material (6) Doing the pre-test to the subject written (7) Giving treatment (8) Doing the post-test to the subject written
(9) Collecting the data (10) Drawing the conclusion (11) Writing the report as a thesis. Sample According to Moris (in Praty 2006: 14), “Samples are set of elements drawn and analyzed to estimate to characreristic of the population”. Sample is part of whole, population taken to show what the rest is like mention that sample is any number of things, students’ event that are usually less than the total population. While Arikunto (2002:112), says that if the subject is less than 100, it’s better to take it all, so that the experiment. If the subject was large, it can be taken between 1015% or 20-25% or more. The sample of the study will be taken by random sampling method. Based on it, there are two classes got, that are X.1 and X2 as my purposived sample. The first 35 students were classified as experimental group (class X.1) and another 35 students were classified control group (class X2) Technique for collecting the data In this study, the writer used the test. Test was used to collect data on subject’s ability or knowledge of certain disciplines. According to Arikunto (2006:59, a test is any series of question or exercise or other skill, knowledge, intelligence, capacities of attitude of an individual or group. In this study, the account of the test was four aspect. It consists of expression, pronunciation, vocabulary and fluency To improve the students’ speaking ability through cooperative learning method. Students will be able to create and practice the Character by looking at the role card and continue the issues with their own word. The writer gave two test they were pre-test and post-test. Pre-test was given before the writer conducts the experiment. It was aimed to measure the students’ speaking mastering before the experiment. Post-test was given at the end of the experiment. The objective of
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post-test was to know whether or not the treatment to be the experimental group had any significance differences in speaking mastery compared to the control group. Technique for analyzing data The techniques for analyzing data in this study were done through (1) percentage analysis (2) the conversion of the percentage ranges and (3) the matched t-test. The data analyzed is taken from the tests. The writer devides the students’ scores into two groups. Group A: The scores of the pre-test and post-test of the students who learned speaking by using cooperative learning . Groups B: The scores of the pre-test and post-test of the students who learned speaking by using traditional method In this study, the writer will present the data distrubution of each test of both two groups in the form of the raw score, then the writer will analyze the data statistically by Interrater reliability and SPSS Program. 1) Percentage analysis To measure the students’ speaking ability, the writer will classify the scoring from each speaking component in order to make it clear when the writer gives the score Table The Classification of Scoring Speaking Component Description Point of Score 21 -25
16 -20
11 -15
Pronunciation
Fluency
Expression
Vocabulary
It is only very slightly influenced by mother tongue. Two or three errors. On a par with an educated native speaker. It is slightly influenced by mother tongue. A few errors.
Speak without too great an effort with a fairly wide range of expression. Only one or two un natural pauses.
No difficulty in deciding the intonation, he can use different intonation match with the situation.
He really understands with the topic and it ease to make a very good dialogue with minor grammatical errors.
There are not too many unnatural pauses.
A few intonation errors, but not serious.
He understands with the topic and can make a good dialogue. A few grammatical errors.
It is influenced by mother tongue but a few serious errors. Some of which cause confusion.
Has to make an effort for much of time. Range of expression often limited.
Often make flat intonation. But, listener still understand.
Know the topic, get the difficulty to make dialogue, several grammatical errors.
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06 - 10
0 - 05
It is seriously influenced by mother tongue. Occasionally, lead to misunderstanding.
Long pauses while he searches for the desired meaning. Limited range of expression.
Several intonation errors. Limited understanding in intonation.
Hard to understand the topic, make frequent errors in grammatical.
Serious Full of long and Large number of Failure to understand pronunciation error, unnatural pauses. Very intonation errors. and to make himself very hard to limited range of understand. undertand expression. Source: Heatson, John Brian (1989: 98-100) Note: The point of score has category for each score. Point of 0 - 05 is Very Poor, 06 - 10 is Poor, 11 - 15 is Fair, 16 - 20 is Good, 21 - 25 is Very Good. 2) Conversion of percentage range To interpret the students’ individual score, the range that will be used as follows: very good, good, fair, poor, very poor. The score will be taken from the total of speaking component score: Table Speaking Component Score Speaking Component Score Pronunciation 25 Fluency 25 Expression 25 Vocabulary 25 Total 100 To interpret the quantitative score range written in students’ report book as presented below: Table Percentage of Score Percentage of score Grade Level of students competency 80 - 100 A Excellent 7 - 79 B Good 55- 69 C Fair 45 - 54 D Poor < 44 E Very poor Result and Discussion According to the result of test, in this study, the researcher tried to find out the comparison of result score between control group and experimental group. The comparison of score post-test in control group and experimental group was analyzed by using independent sample test. The mean or average of post test in experimental group was 80.1286, standard deviation was 2.02318, standard error was .34198 as illustrated in Table 4.2, and the
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mean of post-test in control group was 71.6571, standard deviation 6.24355, standard error was 1.05535 as illustrated in Table 4.8. Based on independent sample test, showed the value of t-obtained was 7.636. At the significant level p<0.05 for two tailed test and degree of freedom was 68, t-table was 1.99 as displayed in Table 4.11. Table Independent Sample Test Levene's Test for Equality of Variances
F Lower posttest
Equal variances assumed Equal variances not assumed
t-test for Equality of Means
Sig. T Upp Lowe er r
Df Upper
Sig. Mean Std. Error (2tailed Differenc Differenc e e ) Lowe Upper Lower r
95% Confidence Interval of the Difference Upper
Lower
31.071 .000 7.636
68
.000
8.47143
1.10938
6.2577 0
10.68516
7.636
41.062
.000
8.47143
1.10938
6.2311 0
10.71176
Interpretation Based on the statistical analysis, the result of statistical analysis between experimental and control group (t-value) should be less than t-value (0.05) for two tailed. Furthermore the result of the students’ score in control and experimental group (value of t-obtained) used independent sample test was 7.636 as showed in Table 4.11. Since the value of t obtained was higher than t-table, so that the null hypothesis was rejected and alternative hypothesis was accepted. It can be stated that teaching English speaking using role card with cooperative learning method is more effective than conventional way to the tenth grade students at SMA Negeri 2 Palembang. Conclusion Based on the previous chapter, there were some conclusions which could be described in this chapter. From the scores that were found, the result of statistical analysis between experimental and control group (t-obtained) should be higher than t-table (0.05) for two tailed. Furthermore the result of the students’ score in control and experimental group (value of t-obtained) was 7.636. Since the value of t-obtained was higher than t-table, so that the null hypothesis was rejected and alternative hypothesis was accepted. It can be stated that teaching English speaking using role card with cooperative learning method is more effective than conventional way to the tenth grade students at SMA Negeri 2 Palembang.
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In addition, the researcher concluded that when she taught speaking through conventional way. There are many students got the fair and good score is balanced or “good” and “fair” level and little students got excellent score. But when the researcher taught speaking through role card using cooperative learning method, there are so many students got excellent level and part of them got good level and there were no students got bad score or “fair” level. REFRENCES Arikunto, Suharsimi. 1997. Prosedur Penelitian. Jakarta : Rineka Cipta. 2002. Prosedur Penelitian : Suatu Pendekatan Praktek. Jakarta : PT. Rineka Cipta. Asjoni. 2010. Cooperative Learning. Bandung : Alfabeta .2010. Cooperative Learning : Efektivitas Pembelajaran Kelompok. Bandung : Alfabeta Brown, Doglas, H. 1994. Teaching by Principles; An Interactive Approach to Language Pedagogy, San Francisco State University, Prentice Hall Regent Englewood Clifs, New Jersey. Fraenkel, Jack R and Norman E Wallen. 1993. Hot to Design and Evaluate Research in Education, New York, Mc Graw-Hill Block. Co Fakultas Keguruan dan Ilmu Pendidikan. 2007. Pedoman Penulisan Skripsi. Universitas Muhammadiyah Palembang. Gribbons, Barry & Herman, Joan (1997). True and quasi-experimental designs. Practical Assessment, Research & Evaluation, 5(14). Retrieved June 15, 2010 from http://PAREonline.net/getvn.asp?v=5&n=14 Heaton J.B. Writing English Language Tests, New York, the United State of America. Joice. Bruce. An Article : A Guide to Cooperative Learning. (online) http : //user www.google.com//. Html. Accessed on March. 2009. Prati, Hema. 2006. Teaching Speaking through Reading Short Stories to the Seventh Grade Students of SMP Negeri I Muara Enim, Unpublished Undergraduate Thesis. FKIP Universitas Muhammadiyah Palembang. Solihatin, Etin and Raharjo. Cooperative Learning : Analisis Model Pembelajaran IPS. Jakarta : PT. Bumi Aksara. Stenlev, Jette. An Article : Cooperative Learning in Foreign Language Teaching.
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